- Using a radical-derived character e-learning platform to increase learner knowledge of Chinese characters
-
...honographic (e.g., 里 neighborhood, li3; 巴 cling to, ba1; 文 word, wen2)2 or
logographic (e.g., 虫 bug, hui3; 山 mountain, shan1; 金 gold, jing1). Those that are phonographic are also
called phonetic radic...
by Hsueh-Chih Chen, Chih-Chun Hsu, Li-Yun Chang, Yu-Chi Lin, Kuo-En Chang, Yao-Ting Sung
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- Facilitating participation: Teacher roles in a multiuser virtual learning environment
-
...how- hi, how are you? would you like to say something to me so that I can hear
that your voice’s working?
In this case, the token “Ms S9, how- hi, how are you?” was classified only as the technical ...
by Airong Wang
in Volume 19 Number 2, June 2015
- Asynchronous forums in EAP: Assessment issues
-
...ho felt that forums should not be part of the course. Comments 2 and 4 show a preference for this type
of task over more traditional homework tasks.
1) "Forum participation should not be required b...
by Sara Kol, Miriam Schcolnik
in Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write
- Mobile-assisted narrative writing practice for young English language learners from a funds of knowledge approach
-
...hone.
Larry and his sister shared one laptop at
home. They used it for homework and
off-line computer games because there
was no Internet connection at home.
FINDINGS
FoK Writing Topics
Through...
by Yan Chen, Chris Liska Carger, Thomas J. Smith
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research
- Mobile english vocabulary learning based on concept-mapping strategy
-
...how their teachers how they
linked vocabulary together, a learning strategy not possible when learners have to simply memorize facts
in a linear method. There are several methods to constructing con...
by Pei-Lin Liu
in Volume 20 Number 3, October 2016
- Quantity and diversity of informal digital learning of English
-
...hour
on IDLE practices on a daily basis, followed by 22.5% (n = 16) who spent between one and two hours,
and 15.5% (n = 11) who spent more than two hours. Table 2 shows the descriptive information o...
by Ju Seong Lee
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Voice blog: An exploratory study of language learning
-
...hows how a blog community can
Language Learning & Technology 94
Yu-Chih Sun Voice Blog: An Exploratory Study of Language Learning
enhance interaction and support among bloggers. Comment 3 shows ho...
by Yu-Chih Sun
in Volume 13 Number 2, June 2009
- Acquisition of L2 Japanese geminates: Training with waveform displays
-
...however, this pattern may not hold for incorrect production of geminates.
3. Is accuracy better for stimuli in words presented in isolation compared to those in short carrier
sentences? We hypothesi...
by Miki Motohashi-Siago, Debra M. Hardison
in Volume 13 Number 2, June 2009
- Sociotechnical structures, materialist semiotics, and online language learning
-
...hose who were not as
confident in English and who relied mostly on their phones would use Google Search or Google Translate,
as the case is for Nancy and Jimmy.
Recognizing how learners have diff...
by Ron Darvin
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- The AI chatbot interaction for semantic learning: A collaborative note-taking approach with EFL students
-
...However,
understanding the intricacies of English semantics, often compounded by the presence of homophones
and homographs, can be challenging for EFL learners (Alghamdi, 2021; Hussain & Sajid, 2015...
by Mei-Rong Alice Chen
in Volume 28 Number 1, 2024
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